Académique Documents
Professionnel Documents
Culture Documents
Changing lives.
Opening minds.
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PARTICIPANTS NAMES
Teachers
Mrs
Croitoru
Daniela
Ramona, Mrs Mazga Doina,
Mrs Brdi Carmen, Mrs
Toma Loredana, Mr Mehmet
Yener,
Mr
Alaattin
Dagdeviren,
Mrs
Ulku
Yildirimli,
Mrs
Asli
Demiroren, Mrs Sylviya
Zlatanova, Mrs Gergana Danova-Stoyanova, rs Tanya Ilieva, Mrs Aneliya Ilieva, Mr Mario Di
Carlo, Mrs Natalia Mauro Nicolino, Mr Antonello Baccelliere , Mrs Paola Riggio, Mr Ioannis
Mavros, Mrs Marina Karavota, Mr Panagiotis Gkotsopoulos, Mrs Alexandra Marini, Mrs Ioanna
Moromalou, Mrs Grigoritsa Polyzoi, Mrs Vasiliki Choleva, Mr Konstantinos Kapous, Mrs Eleni
Koumparou, Mrs Despoina Sioula.
Students
Taner Altin, Doga Yildirimli, Sandra Quagli, Marianna Gori, Simona Mariotti, Stylianos Vainas,
Konstantina Ioakeimidou, Christina Karapiperi, Aggelos Kollias, Agapi Kourpa, Lamprini
Charmantzi, Eirini Grapsa, Marianna Mpasmpani, Eleni Pavlou, Georgios Psourogiannis, Achilleas
Spanos, Ioannis Giannakakis, Panagiotis Vouniseas, Despoina-Ariadni Lianou, Charalampos
Kondylis, Ioannis Margaritis, Afroditi Mpoukoura, Alexia Lampropoulou, Stefania Mpenou, Sofia
Georgiopoulou-Papachristopoulou, Ioanna Zygioti, Christina Kaouni, Antonios Marinos, Eleni
Monemvasiou, Panagiota Gkesoura,Theofanis Dermos, Panagiotis Manios, Eftyhios Ntamparakis,
Sermias Konstantinos, Christina Chatzianagnostou.
establishing the final form for Module II (Writing Strategies of the guide "The teaching of
Life Skills with Literacy" (A Training Manual);
discussing the third module: "Speaking and Listening Strategies" (Oral Communication);
discussing the work plan for the guide "Think Literacy: Cross-Curricular Approaches"
("Literacy Lessons"), the second intellectual product of this partnership;
monitoring the project progress and accomplishing the tasks by the partners and interim
evaluation results;
revising the work plan according to the monitoring results and establishing the work plan
for the next meeting;
meeting evaluation;
Activities:
Example of good practice: The myth of the cave by Plato and its meaning for us;
Intercultural activities among students, who presented their countries to the students
of the
other countries;
module
with Literacy;
Some difficulties dealt with obvious differences in the annual schedule which we hadn't
taken into account during the planning phase of the project.
The lack of time was sometimes an obstacle to the implementation of the activities.
The huge amount of work and the difficulties to put togehter the objectives of the core
subjects and the ones of the project have sometimes mad the work hard.
C. Dissemination activities (newsletters, articles, seminars, up-date the project site etc.). Each
partner holds the responsibility to promote the project and its outcomes in their own language using
their own channels of dissemination, on social networks like Face-book, discussion groups, mailing
lists, etc.
Dissemination tools: posters, flyers, project site, newsletters, articles, events (informative
seminar, workshops, exhibitions, eTwinning platforme etc.).
D. Evaluation activities and Final Report.
The targets of understanding a demanding text by using a foreign language and working with
teammates from other schools, with a different background, age and learning styles and habits seem
to have been fulfilled.
Project site: http://sll-erasmusplus.eu/
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Part II. Local Activities Held By Our Partners During The First
Year Of The Project
ROMANIA
A. Activities with students
From October 2014 to June 2015, the students from tefan Procopiu
High School took part in the following activities:
Filling in a questionnaire on their attitude to reading; 80
students were questioned and the results were posted on the highschool webpage.
4 contests were held up, with the aim of stimulating reading among students. The students
were awarded diplomas and books. The general objectiveof all the 4 contests held within the
project Interactive Reading is to facilitate teenage reading by means of interactive
strategies (such as rewrite the end of the story, continue the story, writing a dialogue
with a character, crosswords). By taking part in these competitions, the students develop
transversal key competences (critical thinking, communication, team work, problem
solving, creativity)and also learning competences (techniques of intellectual work,
summarizing information, making connections etc.).
14 activities during classes of History, Geography, Literature, Counselling, and Sociology.
6 extra school activities.
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Some strategies consist of organising information using graphic organisers (Venn Diagram,
Fishbone, Ideas Tree, Story Map, Chain of Events, Spider Web, Frayer Model).
The activities held till April 2015 were mentioned in the newsletters no. 1 and no. 2.
On May 27th, 2015 33 students and 8 teacher took part in the activity entitled About Choices
and their Consequences. The short story analysed was The Lady or the Tiger? by Frank
Richard Stockton.
Steps of the activity:
1. Warm-up: activating prior knowledge
The teacher asks the students to think of a moment in their life when they had to take a tough
decision. The students share their own experience.
2. Anticipation Guide
The students, divided into 6 groups, had to agree or disagree on the quotes given.
3. MeetingFrank Stockton
The teacher gives some information about the writer of the short story, Frank Stockton.
4. Students reading aloud The Lady, or the Tiger? and the Word Wall
The students are asked to write the unknown words on post-it notes. After reading the text,
the students will stick the post-it notes on the flip-chart, thus making a Word Wall. The teacher
explains the meaning of the words that the students do not know.
5. Understanding the text through Asking Questions
6. Team Exercise
The students were divided into 5 teams. Each of them received a working sheet and solved
their task on a flipchart: Team no. 1 - Think-Pair-Share:The Princesss Dilemma, Team
no. 2 Somebody wanted, but... so..., Team no. 3 - Story Map, Team no.4 - G.I.S.T.
Method, Team no. 5 The Most/The Least ImportantIdeas and Information, Team no.6
5-4-3-2-1 Strategy. Each team presented their work.
7. Conclusions
The Moderator presented some conclusions on decision taking.
8. Assessment: Exit Slips
The Moderator assessed students answers and activity.
The students reflected on the activity, what they learned and wrote down their thoughts on a
post-it stuck on the flipchart.
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On June 16th, 2015 38 students and 7 teachers took part in the activity About Virtues. The short
story analysed wasThe Model Millionaire by Oscar Wilde.
Steps of the Activity:
1. Warm-up: activating prior knowledge by filling in The Tree of Virtues
The Moderator asked the students to write down a post-it note 3 virtues considered by
them to be very important in mans life. The post-it notes are put on a flipchart. The
moderator read them, thus offering the opportunity for further interesting discussions on
virtues.
Interpreting Senecas saying: If you live according to the dictates of nature, you will
never be poor; if according to the notions of man, you will never be rich.
2. MeetingOscar Wilde
The teacher gives some information about the writer of the short story, Oscar Wilde
3. Reading aloudThe Model Millionaire.
The teacher used Read and say something method while reading. The students stopped
reading to say something (a comment, a prediction), to ask a question or to make a
connection to prior knowledge or personal experience.
4. Team exercise
Each of the 6 teams received a working sheet and solved the task on a flipchart: Team no. 1
- Word Wall, Team no. 2 Story Map, Team no. 3 - Think-Pair-Share (TPS):
Commentingupon quotes from the text, Team no.4 - Think-Pair-Share (TPS): Finfd the
moral, Team no.5 Interpreting quotes, Team no.6 Double-entry journal.
Each team presented their results.
5. Conclusions
The Moderator pointed out some aspects regarding virtues and generosity.
At the end of the activity, the teacher can challenge the students to think about their moral
traits and opportunities of being generous to other volunteers.
6. Assessment: Exit Slips
The Moderator assessed students answers and activity.
The students reflected on the activity, what they learned and wrote down their thoughts on a
post-it stuck on the flipchart.
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B. Dissemination activities
5 leaflets with information about the project, literacy, reading, etc. which the students
received.
a site for project dissemination in Romanian language.
11 newsletters posted on the highschool site, on educational sites, on the site for project
dissemination in Romanian language.
4 articles in the local newspapers.
taking part in 4 national symposia with articles about the project.
general presentations of the project at activities held in our highschool.
C.Assessment activities
INITIAL EVALUATION
Steps in the initial evaluation:
November 2014: drafting the initial test;
16th Decembrer 2014: testing the students;
December 2014-January 2015: correcting the tests, assessing the answers.
Number of participants: 64
FORMATIVE EVALUATION by means of:
discussion with students;
analysing students behaviour during the activities;
analysing the results;
INTERIM EVALUATION
Steps in the interim evaluation:
May 2015: drafting the interim questionnaire (for students and for teachers);
June-July 2015: completing the questionnaires by students (39) and teachers (20);
August 2015: summarising and analysing the answers;
Here are some of students opinions expressed during interim evaluation:
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I have learned that I have to listen to others points of view, to look for sollutions together
with my team, and to work with my team mates for better results.
I have learned to work in a team and to accept different points of view.
I have becoem aware of the fact that my opinions are accepted and not criticised, since each
of us has a different way of approaching a subject.
I have become more interested in reading.
I have more self confidence and I want to find out more about literacy, writing and
communication.
I was pleased meeting other people and finding out what they think.
Team work is very important, as it helps us listen to other opinions.
I have become more responsible with each meeting and I have noticed my colleagues want
to express their opinions and to learn more.
Communication among team members was very good.
Everything I have done so far helped me understand myself better.
All these meetings have had a strong impact on my character , as I listened to others
opinions and I realised that my decisions werent always the best.
All activities were interesting and useful, as I have learned something from each of them.
Again To Work!
On Monday, October 5th, 2015, we celebrated Worlds Day of Education at The Teaching Staff
Resource Center, Vaslui. Students and teachers from Ion Mincu Technical Highschool and
tefan Procopiu Highschool, which run ERASMUS+projects, financed through The European
Commision.The objectives were:
students being informed about the meaning
of the Worlds Day of Education;
promoting the values and importance of
education among the students;
promoting the role of educators/teachers in
passing knowledge and character building;
getting informed about the objectives of
Erasmus+programme: promoting education,
professional development, promoting youths
and sports in Europe;
students presentation of the activities and
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outcomes of ERASMUS+projects.
The students and teachers from Ion Mincu Technical High School were handed out the project
leaflet. The activity was mentioned in 2 local newspapers.
On October 8th, 2015, more than 70 students and 7 teachers took part in the first activity of the
strategic partnership ERASMUS+ Skills for Life:
Literacy (SLL), held at The Students Club. Steps
of the activity:
1. ERASMUS+
programme
general
presentation
2. Strategic partnership Skills for Life:
Literacy (SLL): period, partners, aim and
objectives, motivation.
3. Lets remember: what we have achieved and
learnt during our first year of project.
4. What are we planning to do in the second
year of project?
5. Awarding the most active students (40
students were offered diplomas and books).
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BULGARIA
1.October 2014
Selection of the teachers for the project team.
2.November 2014
Designing a test for initial evaluation and criteria for the selection of the students.
3.December 2014
Organising the first meeting with 40 primary school students and 60 high school students.
We made general presentation of the project and initial evaluation.
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19.03.2015. In Honour of Our Alphabet. A role play at the Regional Library. 23 students,
aged 8, played roles of their favourite fairy tales characters. Children and parents took part
in some reading games.
April, 2015. Establishing a library in our classroom. 23 children, aged 8, brought books they
had read and shared their opinion and feelings in the group.
January 2015 April 2015.ACTIVITIES WITH 10TH GRADE- 60 students, aged 17.
ENGLISH CLASSES AND READING SKILLS
FORMAL AND NON-FORMAL LEARNING
PRE-READING UNDERSTANDING
Strategy: decoding titles and understanding context clues. The students have to speculate on
the meaning of the title and come up with ideas about the content.
Outcome: make reasonable assumptions based on the title message and form expectations
about the text.
PRE-READING UNDERSTANDING
Strategy: updating knowledge on the topic and sharing knowledge within the group.
Students have to ask each other what they already know about the mean and add new facts.
Outcome: students develop skills for sustainable learning and identify gaps in their general
knowledge.
READING AND UNDERSTANDING THROUGH QUESTIONING AND DOUBT
Strategy: reading aloud and emphasizing; selective reading. One of the group reads aloud a
paragraph and the listeners have to ask questions on the text.
Outcome: students develop skills for pronunciation and intonation; skills for questioning the
meaning and doubt the credibility of the information; the reader develops selective skills
through choosing what to emphasize.
READING AND UNDERSTANDING THROUGH QUESTIONING AND DOUBT
Strategy: reading aloud and emphasizing; vocabulary boost. Students ask questions about
the meaning of words and phrases; use electronic resources to access information and build
up dictionary skills.
Outcome: students learn how to use words in different context and socio-linguistic context.
POST-READING UNDERSTANDING THROUGH GROUP DISCUSSIONS
Strategy: reading to yourself and analysis of message.
Students read the text to themselves and then fill in a questionnaire based on the text.
Outcome: develop skills for critical thinking.
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5 April 2015-June 2015: Activities for developing the Second Module from the Training
Programme for students "The teaching of Life Skills with Literacy" (A Training Manual):
"Writing Strategies".
Activity 1. May, 2015. Creative Writing. Composition with supportive words. 23 students,
aged 9-10 wrote a composition on the topic Unforgettable summer. Using the Brainstorm
method, the students chose several words they assossiated with summer and wrote their
compositions. Group discussion.
Activity 2. May 2015. Interrogative Sentence. Interactive methods. Teaching students
through games and everyday activities. Second Grade students.
Activity 3. April May 2015. Using the shared writing model. Here a model of modelling
is provided that of supporting composition. Crytical analysis and evaluation of good ides.
47 students, aged 9-11.
Activity 4. April May, 2015.Transformations as a means of stimulus for young learners.
This activity enables students with the ability to discriminate: the learn why one character is
positive and another is negative. 23 students, aged 8-9.
Activity 5. April May, 2015. Releasing a newspaper in the classroom: News from the
classroom. The students acted as journalists and editors and wrote articles about the current
events at school. 23 students, aged 9-10.
April June, 2015. Activities with 127 students, aged 15-17.
Creative Wtiting. The studentss compositions and poems are disscussed and evaluated
and a brochure is in the process of releasing.
How to write informative letters? Developing skills on adequate correspondence.
How to write descriptively: samples from students descriptive writing tasks.
How to evaluate and give appreciation to students. Training with teachers.
6. Three presentations with activities for the development of the first and second module were
created. They can be seen on the project page of the school.
Dissemination activities
ctivity 1. 11.2014. Organizing a meeting with school staff/teachers and admistration to inform the
colleagues about the start of the project, its goals and objectives, tangible and intengible results
after the implementation of the project. PowerPoint presentation. Following the meeting, the
teachers informed their students and students'parents at teacher-parents'meetings about the positive
influence of the implementation of the project and motivated them to take part in the project
activities and dissemination of the results.
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Activity 2. Dissemination with students on the application of the results. On March, 30th, 2015, 23
students, aged 7, together with their parents took part in the activity We read together with.. A
parent and a child read a book together and presented it in front of the class. At the start of the
activity the teachers acquainted the parents with the project results and the positive influence of its
implementation on their childrens literacy.
Activity 3. On April, 21st, 24 students, aged 8, together with some students from the College of
Pedagogic in Pleven took part in the activity We read together with future teachers. At the start of
the activity the college students became familiar with the project, its implementation and results on
developing childrens skills so that future teachers could benefit from our experience.
Activity 4. Establishing a project corner at school. A brief information about the project and
exhibitions with images of the implementation of the project activities are presented on it.
Activity 5. A publication in the local press concerning project activities with 42 German-speaking
students, aged 15-17, who took part in the Library Week-an event which took place from 11.05 to
15.05.2015 in the Regional Library Pleven.
Activity 6. Making a project computer page on the site of the school.
Activity 7. A lot of activities taken place at the Regional LibraryPleven. The co-operation with
public institutions makes the dissemination of the project implementation and results more
effective.
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GREECE
Activities involving students
a. The five READING LESSONS were presented to 10 different
classes of school (in each class there are from 20 to 25 students).
b. The INITIAL EVALUATION TEST was taken by all students of A
and B classes of our school (approximately 200 students).
c. Discussion of the results in classes.
d. Participation of students to competitions of poetry and
novels (10 students)
Our school encourages the participation of our students in competitions of poetry or fiction
which are organized by local authorities or Institutes and are officially approved by the
Ministry of Education.
In this framework, our students of the A and B classes participated in the Pan-Hellenic
Literary Competition of Fiction of the Institute Kaiti Laskaridi.
The students stories are on the website of our school in the category of
Literary students creations.
In May 2015, our student Mairi Sini sent her story entitled: In front of
my mirror to the 3rd Pan-Hellenic Competition of Story Writing (about 2500
words).
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g. Meetings with students before the trip to Turkey (Powerpoint presentations of Bursa, creation
of a Did you know questionnaire, hand-made gifts by our students).
Project site: http://sll-erasmusplus.eu/
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Aim of the lesson: to help students understand the importance that the Polis of Ancient
Athens placed on literacy (reading and writing), as a prerequisite for democracy (equal
rights and opportunities to all citizens).
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There was one letter informing parents about the trip to Turkey.
There was systematic communication and collaboration with parents with regard to the
preparations for the trip to Turkey.
Parents were analytically informed about the upcoming event of hosting our partners to
Greece through letters and the school website.
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Local press
Articles were published in 2 local newspapers of Aigaleo, the school site of our country (the
school. gr site), the site of the Western suburbs of Attiki called Palmos and the site of the
municipality of Aigaleo.
about the schools participation and the goals set in the Erasmus plus programme initially.
about the trip to Romania and Turkey and the outcomes of the meetings.
about the meeting with the poets.
Project site
We were assigned with the creation of the project site.
We also uploaded all the necessary information on the school website for the school
communitys awareness.
Poster
Creation of a poster for the meeting with poets.
Creation of another poster for the importance of reading books and the school library.
ITALY
The initial phase of the project took place on schedule: some adjustments
were necessary because when the project was approved, the school year
had already begun. Our Institute has set up all the planned activities,
respecting the timetable established and approved by all the project
partners.
October 2014
During the general council teachers were informed of the approval of the project. The
contact teacher of the Institute asked the board to choose participating classes (target
groups) and teachers. (The selection criteria were the following: motivation of pupils and
teachers, knowledge of the project communication language, willingness of the teachers to
implement the project in their classes).
October-November: Selection phase
On the basis of the requests received by the teachers and the selection criteria, a working
group was made of 11 teachers of different disciplines and the computer technician of the
Institute. Some of the teachers were used to taking part in similar projects, since they had
already participated in or coordinated some Comenius projects in the past.
Classes participating in the project were also selected (2 E, 2I, 3 C) and the working group
chose the areas in which the learning units of the project would be implemented, during the
school year 2014-2015.
December 2014-January 2015: Creation and selection of the poster for the project
Our Institute was chosen to make of the poster of the project so it was decided to hold an internal
competition for pupils of the three participating classes, in order to select the best proposal.
Criteria:
The students, in groups or individually, made posters;
The posters had to contain: the project logo, a slogan, the project title, the names of the
schools and of the participating nations;
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The images contained in the poster had to be original and not protected by copyright;
It was allowed the use of acronyms.
Proposals for posters were shown at school and during an assembly, all the students were
asked to express their preference, voting for their favorite poster.
Initial assessment
Pupils of the three participating classes took a reading test to assess the initial level of skills
and competencies of the three target groups, and of the working group in general.
The teachers selected two different types of texts, the first was a narrative text: The
Rebellion of Cosimo" from "The Baron in the Trees" by Italo Calvino and the second was a
descriptive text: "Genes, People and Languages," an article by Andrea Parlangeli, from the
magazine Focus in April 2010.
Pupils were also given a questionnaire to evaluate their reading habits and reading
motivation. The reading tests were evaluated on the following criteria:
Understanding of information based on specific requirements;
Ability to understand, formulate hypotheses and opinions on the basis
of a given text;
Ability to summarize briefly in writing the contents of a text.
Creation of a virtual working space
The working group asked the technician to make a group on the Intranet platform of the
Institute, with a system of folders and subfolders in which to place the various materials
produced and to be shared.
Programming the learning units (to be included in the first part of the final product Training
Program for students "The teaching of Life Skills with Literacy" (A Training Manual))
The participating teachers planned five learning units to develop the reading skills:
Reading and understanding an Expository text (English, class II I)
Reading to study (English, class III C)
Speaking walls and speaking stones. A dive into Latin epigraphy in order to discover daily
life in Imperial Rome (Latin and History, the class II I)
Geodynamic evolution of Mediterranean basin (Class II I)
A walk on the dawn of mankind (class II E)
February-May 2015:
Implementation of the five units in the three classes selected for the project;
Assessment of the learning outcomes;
Assessment of the objectives of the project.
May-June 2015: Programming the learning units (to be included in the second part of the
final product Training Program for students "The teaching of Life Skills with Literacy" (A
Training Manual))
The participating teachers planned five sets of writing activities and exercises to go with the
reading teaching units already made, to develop the writing skills:
Writing a short Expository text Letter of complaint (English, class II I)
Writing a cover letter (letter of application) for a CV (English, class III C)
Speaking walls and speaking stones. A dive into Latin epigraphy in order to discover daily
life in Imperial Rome (Latin and History class II I)
Writing for Sciences (Class II i)
A walk on the dawn of mankind (Natural sciences, class II E)
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Conclusions
All the activities we have carried out so far, have aimed at achieving the objectives of the project:
Develop students' skills with regard to reading and writing (speaking and listening will be
cared during the second year) and soft skills: critical thinking, communication and
collaboration with peers and adults, communication in English);
Create strategies to develop the skills of reading and writing of students and to encourage
the pleasure of reading;
Develop the knowledge and skills of teachers with particular attention to programming and
implementing educational activities for literacy;
Promote the exchange of strategies and best practices among European schools.
All the activities carried out, involving directly both teachers and pupils, have found lifeblood in
the enthusiasm of the students and their families, especially in the moments leading up direct
contact with the partner schools and the mobility to Turkey, which (after a selection called among
the students of the three classes target) five students participated in. As planned in the initial phase,
two mobilities were carried out: the first was to the Romanian coordinating school (two teachers
and the head teacher took part in it) and the second was to the Turkish partner school (5 students
and two teachers took part in it).
Despite some initial difficulties and progress, due to the communication of the approval of the
project for the school year has already started, the planned activities were carried out and the
contributions were made to the final works of genius.
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Once again, our Institute is open to Europe, experimentation, collaboration and dialogue with
Project site: http://sll-erasmusplus.eu/
colleagues and students from different backgrounds. As always, we consider the added value of our
participation in the project: the possibility that we offer to our Educational Institution
(management, administration, teachers, pupils and families) to live an unparalleled experience of
research, study and collaboration.
TURKEY
1. Selection of the Project team (October
2014): 12 teachers and 28 students
At the very beginning of the school year 20142015, after we were informed by our
coordinator that our Project was approved we
started to work on it. The first step was to inform the school
community about the Project and create the Erasmus+ Project team. After we had decided on the
teachers it was time to choose our students. First, we announced the Project in the school and
chose students after making several oral communication activities
2. Selection of the Project logo. Project Logo Competition - 9th February, 2015.
It was Turkeys duty to design the project logo. For this a project logo competition was held by
the project team.The selection was done by all teachers and students. The result was announced on
10th February, 2015. Students prepared eight different drawings fort he Project logo of SLL. As a
result of the voting, the drawing which got the highest score was chosen and it is now being used
as the Project Logo.
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As a reminder of the 4th Reading Festival, students created bookmarks with the help of the
project teachers shared them with all the students, teachers and guests.
10. As a dissemination activity, we prepared an SLL Project corner to make all the students
and guests aware of our Project.
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With the cooperation of the International Vision University in FYROM and our school, our
students collected books from their families and other students and sent about 300 books to
International Vision University.
13. Inviting a local writer to school
A local writer was invited to school and students had the chance to have conversations and got
some advice. On 16th May, 2015, a writer was invited to our school to have a conversation with the
students. This activity was very fruitful for students who want to study literature at University and
getting idea for the importance of reading.
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